Macmillan Education 2025 Year Planner

NAME:

CALENDAR & YEAR PLANNER

2025

MACMILLAN EDUCATION CONTACT DETAILS

Phathi Kona Sales and Marketing Representative Cell: 060 908 8209 Email: Phathi.Kona@macmillaneducation.co.za

Antoinette de Vries Head of National Commercial Sales and Marketing Tel: 011 731 3455 Email: Antoinette.deVries@macmillaneducation.co.za

Asheena Patel Provincial Sales Manager Cell: 066 138 2746 Email: Asheena.Patel@macmillaneducation.co.za

Sibonelo Mkhasibe Head of National School Sales Cell: 066 474 3793 Email: Sibonelo.Mkhasibe@macmillaneducation.co.za

GAUTENG

NATIONAL

CUSTOMER SERVICES Tel: 011 731 3300 Email: customerservices@macmillaneducation.co.za Website: www.macmillaneducation.co.za Facebook: MacmillanSouthAfrica MACMILLAN TEACHER CAMPUS Anita Willers Head of Macmillan Teacher Campus Tel: 011 731 3332 Email: Anita.Willers@macmillaneducation.co.za

NORTH WEST

KWAZULU-NATAL Muzi Mshengu Provincial Sales Manager Cell: 082 528 3712 Email: Ernest.Mshengu@macmillaneducation.co.za Qhawe Gumede Sales and Marketing Representative Cell: 079 877 4995 Email: Qhawe.Gumede@macmillaneducation.co.za LIMPOPO

EASTERN CAPE

Lillian Vuma Sales and Marketing Representative Cell: 078 803 9918 Email: Lillian.Vuma@macmillaneducation.co.za

Peter Ledwaba Provincial Sales Manager Cell: 076 994 0986 Email: Peter.Ledwaba@macmillaneducation.co.za

MPUMALANGA

FREE STATE

Mmatapa Moabelo Sales and Marketing Representative Cell: 078 804 0612 Email: Mmatapa.Moabelo@macmillaneducation.co.za

Ayanda Nkunzi Sales and Marketing Representative Cell: 082 949 9664 Email: Ayanda.Nkunzi@macmillaneducation.co.za

Mmaabo Modisane Provincial Sales Manager Cell: 071 399 1337 Email: Mmaabo.Modisane@macmillaneducation.co.za NORTHERN CAPE Liezl Abrahams Sales and Marketing Representative Cell: 071 441 9144 Email: Liezl.Abrahams@macmillaneducation.co.za WESTERN CAPE Liezl Abrahams Sales and Marketing Representative Cell: 071 441 9144 Email: Liezl.Abrahams@macmillaneducation.co.za Tania Zeederberg Sales and Marketing Representative Cell: 066 211 4352 Email: Tania.Zeederberg@macmillaneducation.co.za AGENCY AND DIGITAL SALES Kilayne Pelser Agency and Digital Sales Manager Cell: 076 994 0985 Email: Kilayne.Pelser@macmillaneducation.co.za Nicole Smith Agency and Digital Sales Consultant Cell: 082 944 6968 Email: Nicole.Smith@macmillaneducation.co.za

MACMILLAN EDUCATION South Africa

PEOPLE

TODAY! The six pillars of our transformation journey

Macmillan Education South Africa strives to build a transformed, inclusive and diverse organisation.

CONTENT

Investing in our most valued asset

Relevant and engaging local content

Our teams represent diverse backgrounds and cultures, and our profile reflects transformation. We recruit and draw from local talent. We invest in the development of our staff’s education and skills and through our Khula Nathi staff share in ownership.

Our content is available in print and digital format and is relevant to our South African context. It supports inclusivity.

Our stable boasts more than 2 000 books published in all South African languages.

SKILLS Bridging the skills divide Providing and empowering 100 learners each year since 2019 through learnership programmes by partnering with an accredited and reputable training college, and funding higher education bursaries for aspiring ECD practitioners since 2018.

We are also a proud YES corporate partner since 2019.

TEACHER PROFESSIONAL DEVELOPMENT

Do you need face-to-face training, prefer facilitator-led online training, or would you like to learn online in your own time and space on our MOTC platform?

Workshop bookings and enquiries

We offer different training solutions to suit your needs and help you grow professionally. Earn SACE PD points by doing our courses.

c 011 731 3409 m za.mtc@macmillaneducation.co.za w www.macmillaneducation.co.za G MacmillanSouthAfrica

ETDP-SETA (Provider No.: ETDP10512) SACE approved provider (Provider No.: PR10690) QCTO Accreditation Number: SDP 01190305-1575

BULK BOOKINGS – ALL COURSES Self Study & Online Facilitator-Led

Accessible learning Enhanced time management

On-demand training

Want to reduce your admin load?

• Organise your staff’s entire professional development for the year in one go through bulk bookings.

Staff development Flexibility

• Create opportunities for your staff to earn SACE professional development points.

Benefits of bulk booking

Streamlined administration

Type this link into your browser or scan the QR code to view our MOTC workshops: https://shop.motc.co.za/ Contact Ricky Steenkamp for more information: Ricky.Steenkamp@macmillaneducation.co.za

Individualised training

Convenience Discounted rates

SUSTAINABILITY Towards a greener future: advancing sustainability in our operations In our quest for a greener, cleaner Earth, we are dedicated to reducing energy consumption, eliminating plastic usage, and conserving natural resources across our offices and warehouses.

Our mission extends beyond mere action; we aim to inspire and educate our staff to become catalysts for change.

Central to our efforts is a strategic shift towards eco-friendly consumables and equipment designed to minimise carbon emissions and curb plastic dependency. We are making collective strides towards meaningful climate action by forging partnerships with small businesses that offer innovative climate-friendly solutions aligning with the Sustainable Development Goals (SDGs).

Together, we are embarking on a transformative journey towards sustainability that will benefit our business and contribute positively to the global environmental agenda.

EDUCATION

ENTERPRISE

Supporting local education

Supporting local enterprise

We positively impact teachers’ digital fluency through our Macmillan eLearning Development Schools (MeLDS) programme.

We offer supplier grants to fund the development of digital projects and appointments. 100% of our Macmillan South African books are printed locally. We support small companies.

We support several educational initiatives through donations and sponsorships. Over the past 15 years, more than 160 000 teachers benefitted from our professional development offering. We conducted free training programmes in support of the Department of Basic Education’s objectives and initiatives.

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First Term: 15 January– 28 March (11 weeks)

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Artwork by Freepik

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CONTACT DETAILS Name:

Name:

Name:

Organisation: Macmillan Education

Organisation: Macmillan Teacher Campus

Organisation:

Tel: 011 731 3300

Tel: 011 731 3300

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Email: customerservices@ macmillaneducation.co.za

Email: za.mtc@macmillaneducation.co.za

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ARTIFICIAL INTELLIGENCE IN THE CLASSROOM Transforming Education for the 21st Century Artificial intelligence (AI) has quickly emerged from science fiction into the real world, transforming a wide range of industries, including education. Artificial intelligence (AI) has the potential to revolutionise education by improving accessibility, efficiency and personalisation of instruction.

Automating administrative tasks For teachers, AI can: • alleviate the burden of administrative tasks, allowing them to focus more on teaching and interacting with learners.

• AI-powered systems can automate grading, attendance tracking, and even the creation of lesson plans.

• By streamlining these routine tasks, AI enables teachers to dedicate more time to developing engaging lesson plans and providing personalised attention to their learners.

Personalised learning Personalised learning experiences are among the most important benefits of AI in the classroom. One-size-fits-all approaches are common in traditional teaching methods, which might leave certain learners behind and not challenge others enough. Using individual learner data, AI-powered educational systems can customise lessons to fit the learning style and pace of individual learners.

For instance, adaptive learning systems modify the level of challenge assigned to learners in response to their performance, keeping them from becoming disinterested or overloaded. This degree of personalisation promotes a more inclusive learning environment by attending to the various requirements of learners.

These systems understand and react to learner questions instantly by Provide learners using machine learning with one-on-one algorithms and natural Intelligent help outside of language processing. tutoring the classroom systems and have also been made Learners may learn possible by AI. difficult subjects at their own pace and receive immediate feedback.

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Enhancing learner engagement Additionally, by making learning more engaging and entertaining, AI-driven tools and applications are increasing learner engagement. Artificial intelligence (AI)-powered virtual and augmented reality (VR/AR) can produce immersive learning experiences by enabling learners to study scientific ideas in a 3D environment or go on virtual field trips to historical locations.

Gamified learning systems make learning enjoyable and encourage learners to meet their learning objectives by using artificial intelligence (AI) to customise games to their needs.

Predictive analytics

Ethical Considerations and Challenges

Predictive analytics is another ground-breaking use of AI in education that can help identify learners who may be in danger of falling behind or quitting. AI systems can anticipate such problems and notify teachers ahead of time by assessing data such as attendance records, grades, and involvement in extracurricular activities. Early intervention can help learners stay on track and achieve academic success by providing timely support, such as tutoring or counselling.

The use of AI in the classroom presents significant ethical issues and hurdles despite its many advantages.

Conclusion Artificial intelligence (AI) is not only an idea of the future; it is a current reality that is changing education. It has enormous potential to improve educational outcomes because of its capacity to give personalised learning, automate administrative duties, increase learner engagement and provide predictive insights. But, as with any scientific breakthrough, there are ethical issues to be resolved in order to guarantee that all learners may benefit from artificial intelligence. We can build a 21st-century learning environment that is more productive, inclusive and engaging by carefully and appropriately integrating AI.

• Privacy is a major concern because AI systems frequently need to access enormous volumes of personal data. In order to preserve learner security and trust, it is imperative that this data be gathered, stored and used appropriately.

• Transparency in AI systems is also necessary to avoid biases that can unfairly disfavour particular learner groups.

• Furthermore, a large investment in technology and training is needed for the integration of AI in education. To effectively deploy AI tools, schools must make sure that both teachers and learners are properly equipped. This covers programmes for digital literacy and professional development for educators to include AI into their instruction.

To learn more about Artificial Intelligence in the Classroom, keep an eye out for our 2025 workshop schedule, released in January 2025, to book your spot or contact us to arrange a face-to-face or online session for your school.

Reference: https://www.forbes.com/advisor/education/it-and-tech/artificial-intelligence-in-school/#:~:text=How%20is%20artificial%20 intelligence%20used,provide%20individualized%20support%20for%20learners. https://www.classpoint.io/blog/10-ways-how-ai-is-used-in-education https://elearningindustry.com/incorporating-artificial-intelligence-into-classroom-examination-benefits-challenges-and-best-practices

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JANUARY 2025 SUNDAY

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15 Schools open

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NOTES

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REMINDERS

Graad 8–12

Grade 7–12

za.digitalsupport@macmillaneducation.co.za

SATURDAY

za.digitalsupport@macmillaneducation.co.za

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DIVERSITY, EQUITY AND INCLUSION A Guide for Teachers Introduction

Understanding DEI

In today’s increasingly diverse and interconnected world, fostering an inclusive classroom environment is more important than ever. Diversity, equity, and inclusion (DEI) are not just buzzwords: they are essential principles that can transform the educational experience for all learners. This guide aims to provide teachers with practical strategies to promote DEI in their classrooms, ensuring that every learner feels valued and supported.

Diversity refers to the variety of differences among people, including race, ethnicity, gender, age, religion, disability and sexual orientation.

Equity involves ensuring fair treatment, opportunities and outcomes for all learners by addressing and eliminating barriers that might hinder their success. Inclusion is about creating a learning environment where all learners feel respected, accepted and valued, and where their differences are acknowledged and celebrated.

The importance of DEI in Education 1. Fostering Inclusive Learning: DEI helps to create an environment where all learners feel comfortable sharing their thoughts, ideas and perspectives, thereby promoting a culture of inclusivity and respect.

2. Reducing Barriers: By acknowledging and addressing systemic inequalities, DEI efforts help to reduce barriers that prevent certain groups of learners from accessing education or achieving their full potential.

3. Promoting Social-Emotional Learning: DEI activities encourage learners to develop essential social-emotional skills such as empathy, self-awareness and self-regulation.

4. Improving Academic Outcomes: Research suggests that diverse and inclusive classrooms can lead to improved academic performance, increased learner engagement and better learner outcomes.

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Creating an Inclusive Classroom Environment

CONCLUSION

Creating an inclusive classroom environment that celebrates diversity, equity and inclusion is essential for fostering a positive learning experience. Let’s explore some practical steps teachers can take to achieve this:

Creating an inclusive classroom environment is a dynamic and ongoing process that requires dedication and intentionality. By celebrating diversity, promoting equity and fostering inclusion, teachers can create a positive and supportive learning environment where all learners can thrive. Remember, every effort to promote DEI in your classroom contributes to a more just and equitable society.

1. Build a Culturally Responsive Classroom Incorporate diverse materials: Use teaching materials that reflect the diverse backgrounds and experiences of your learners. Include literature, historical accounts and examples from various cultures and communities.

Celebrate cultural holidays and events: Recognise and celebrate cultural holidays and events. Encourage learners to share their traditions and cultural practices with the class.

2. Encourage Open Dialogue Create safe spaces: Establish classroom norms that promote respect and open dialogue.

Ensure learners feel safe expressing their thoughts and experiences without fear of judgment.

Facilitate discussions on diversity: Incorporate discussions about diversity, equity and inclusion into your curriculum. Use current events, literature and personal experiences as starting points for meaningful conversations.

3. Foster a Sense of Belonging Know your learners: Take the time to learn about your learners’ backgrounds, interests and learning styles. Use this knowledge to create a more personalised and inclusive learning experience.

Build relationships: Develop strong, supportive relationships with your learners. Show genuine interest in their well-being and academic progress.

4. Promote Equity in Learning Differentiate instruction: Recognise that learners have different learning needs and provide multiple ways for them to engage with the material. Use a variety of teaching methods to cater to different learning styles.

Provide support and resources: Ensure that all learners have access to the resources they need to succeed. This may include additional tutoring, adaptive technologies or mentorship programmes.

5. Model Inclusive Behaviour Use inclusive language: Be mindful of the language you use in the classroom. Use terms that are inclusive and respectful of all learners’ identities.

Address biases and stereotypes: Challenge biases and stereotypes when they arise.

Teach learners to recognise and question prejudiced attitudes and behaviours.

Let’s commit to making our classrooms places where every learner feels valued, respected and empowered to reach their full potential.

To learn more about our range of Inclusion workshops, keep an eye out for our 2025 workshop schedule, released in January 2025, to book your spot or contact us to arrange a face-to-face or online session for your school.

References: Greer, A. (2014). Increasing Inclusivity in the Classroom.

Vanderbilt University Center for Teaching. https:// cft.vanderbilt.edu/guides-sub-pages/increasinginclusivity-in-the-classroom/ (10 July 2024) https://www.edutopia.org/article/creating-inclusiveclassroom https://www.reachandteach.net/post/inclusion-anddiversity-in-education-creating-equitable-learningenvironments https://resilienteducator.com/collections/cultivatingdiversity-inclusion-equity/

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FEBRUARY 2025 SUNDAY

MONDAY

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Mother Language Day

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ECO-FRIENDLY CLASSROOM PRACTICES Teaching Sustainability and Environmental Responsibility Teaching sustainability and environmental responsibility is crucial in an era where our planet’s health is threatened. Teachers can promote environmental awareness and responsibility, highlighting the interconnectedness of ecological, social and economic systems.

Encouraging Sustainable Practices 4 Reduce, reuse and recycle waste 4 Conserve energy and water 4 Support renewable energy sources 4 Protect and preserve biodiversity

How to Achieve This?

1. Cultivate Environmental Awareness and Responsibility Hands-on Experiences: Combine theoretical discussions with practical activities. For example, after learning about pollution’s impact, organise a cleanup event in a polluted area and start a school recycling programme.

Use Technology: Incorporate virtual reality to simulate climate change effects and use online games to teach resource management.

Outdoor Learning: Provide direct encounters with ecosystems through outdoor activities. Collaborate with environmental organisations for educational programmes.

Currently the average person eats 70,000 microplastics each year!

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2. Embed Sustainability Across the Curriculum Environmental education integrated into all subjects/all disciplines

Reduce

Reuse

Recycle

Replace

Restore

Goals of Eco-Friendly Classrooms Create Stewards of the Environment: Equip learners to make responsible decisions for long-term sustainability and become advocates for environmental protection.

Clarify Concepts: 4 Reduce: Cut down on plastic use, avoid single-use items, and choose products with minimal packaging.

4 Reuse: Repurpose items like carrier bags, bottles and containers. Support refill stations in stores.

4 Recycle: Promote recycling programmes and initiatives like exchanging plastic bottles for credit on transport.

4 Replace: Use alternative materials such as cork, coconut, bamboo, corn (PLA) and cow dung.

4 Restore: Manage plastic waste through cleanup initiatives and innovative technologies.

Integrate Environmental Themes: Incorporate sustainability into core subjects to show its relevance across all disciplines. For example, study deforestation in social sciences and life science, and write reports in language classes.

Adopt Project-Based Learning: Engage learners in real environmental issues, promoting critical thinking and problem-solving skills.

Teachers can consult the following sources to assist with updated information relevant to South Africa’s environmental challenges: • Department of Environmental Affairs: What is affecting our environment?

Available: https://www.dffe.gov. za/sites/default/files/reports/ environmentoutlook_chapter3.pdf • Kate Griffin in Green Economy Journal (2022) Most concerning environmental issues in South Africa Available: https://greeneconomyjournal. com/explainer/most-concerningenvironmental-issues-in-south-africa/

Promote Environmental Ethics: Teach learners the importance of protecting the planet and emphasise moral responsibility towards the planet.

Cultural Relevance: Highlight diverse community experiences, incorporate indigenous knowledge, and promote collaboration. For example, study herbal medicine and invite a natural healer to speak to learners.

References: DiYES International School (2024) Sustainability Education: Teaching Environmental Responsibility https://www.linkedin.com/pulse/ sustainability-education-teaching-environmental-cfarc/ giki zero.(July 2024) https://giki.earth/plastic-free-july-how-to-getstarted/

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MONDAY

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WEDNESDAY 26

THURSDAY 27

FRIDAY 28 Schools close

SATURDAY 29

REMINDERS

With ubbu you learn how to code through game based lessons. Learn how to build games, narratives and to code your own world!

Additional resource material

Our age adapted curriculum is designed for Grade R–6 learners, and every lesson is based on one of the STEAM elements and at least one UN Sustainable Development Goal. Code to Create.

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SOCIAL-EMOTIONAL LEARNING Building Empathy and Emotional Intelligence In recent years, the importance of social-emotional learning (SEL) has gained significant attention in educational settings worldwide. SEL focuses on developing crucial life skills such as empathy, emotional regulation and effective communication. This holistic approach to education has become critical as research consistently demonstrates its positive impact on learners' academic performance, mental health and overall well-being. As teachers strive to prepare learners for the complexities of modern life, integrating SEL into the curriculum is seen as essential for fostering resilient, compassionate and socially adept individuals who can navigate both personal and professional challenges with confidence and empathy.

Social-emotional learning (SEL) is essential for learners to develop skills that help them: • understand and manage emotions

1. As a teacher, you have to model Emotional Intelligence in your classroom, daily Teachers can demonstrate emotional intelligence by being aware of their own emotions and managing them effectively. This can be shown through: • calm responses to stressful situations • expressing feelings appropriately • demonstrating empathy towards learners and colleagues.

When teachers model these behaviours, learners learn by example.

2. You have to create a Safe and Inclusive Environment in your classroom Your classroom should feel like a safe space where learners can express themselves without fear of judgement. As a teacher, you should encourage open discussions and respect for diverse perspectives. Use activities that promote teamwork and cooperation to build a sense of community amongst the learners in your class.

• feel and show empathy for others • establish positive relationships

3. Teach Active Listening Skills

• make responsible decisions.

We teach learners to present and to make speeches but we do not really teach them how to listen … and not just listen, but listen actively. Active listening involves:

Building empathy and emotional intelligence in the classroom can create a supportive learning environment and will help prepare your learners for success in life. As teachers, our programmes are so full already, but teaching SEL should not be an extra load.

Here are some practical tips to help incorporate SEL into your classroom by integrating it into your already-existing curriculum.

• giving full attention to the speaker • understanding their message • responding thoughtfully • remembering what was said.

Teachers should try and make time to practice active listening with learners by incorporating listening activities, such as sharing circles or partner discussions, where they practice listening and responding to each other.

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4. Incorporate Social-Emotional Learning Activities

8. Encourage Group Work and Cooperative Learning

Use structured SEL activities to teach specific skills. Activities like role-playing, storytelling and group projects can help learners practice empathy and emotional regulation. For example, have learners role-play different scenarios to understand various emotions and perspectives.

Group projects and cooperative learning activities require learners to work together and consider each other’s ideas and feelings. Assign roles within groups to ensure that all learners participate and feel valued. Reflect on group dynamics and discuss how the group can improve collaboration.

5. Use Reflective Practices Encourage learners to reflect on their emotions and behaviours through creative writing, journaling or group discussions. Reflection helps learners become more aware of their emotional responses and understand how their actions affect others. Prompt learners with questions like, “How did you feel when…?” or “What could you have done differently?”

6. Promote Empathy Through Stories and Literature Books and stories are powerful tools for teaching empathy. Choose literature that features diverse characters and challenges, and facilitate discussions about the characters’ feelings and decisions. Ask questions like, “How do you think this character felt?” or “What would you have done in their situation?”

7. Teach Conflict Resolution Skills Conflicts are a natural part of social interactions, and teaching learners how to resolve them peacefully is crucial. Teach strategies like: • using “I” statements • active listening

9. Recognise and Celebrate Emotional Growth Acknowledge and celebrate learners’ efforts and progress in developing their social-emotional skills. Positive reinforcement can motivate your learners to continue practicing empathy and emotional intelligence. Highlight specific examples of learners showing kindness, empathy and effective emotion management.

By integrating these practical strategies into everyday classroom activities, teachers can foster an environment that supports social-emotional learning. Building empathy and emotional intelligence not only enhances learners’ personal and academic growth but also creates a more compassionate and understanding school community. Implementing SEL practices in your daily classroom teaching is an investment in the well-being and success of every learner.

• finding win-win solutions.

Role-playing conflict scenarios can give learners practical experience in managing disagreements.

References: Retrieved from: https://www.panoramaed.com/blog/guide-to-core-sel-competencies (4 July 2024) Retrieved from: https://ceinternational1892.org/article/social-emotional-learning-day-highlights-importance-of-focusing-on-student-wellbeing/?gad_ source=1&gclid=CjwKCAjwkJm0BhBxEiwAwT1AXHZJ9vq1t60pT3hUkj7wli18HCRMCYtBJK78uuskpEHqRcmSVqjyjRoCkGUQAvD_BwE (4 July 2024) Retrieved from: https://www.google.co.za/search?q=practical+tips+for+teaching+Social-emotional+learning+in+your+classroom+&sca_ esv=d8fb14231ead3ded&ei=IGeGZsSePLLBhbIP0KSByAg&ved=0ahUKEwjErvyYhY2HAxWyYEEAHVBSAIkQ4dUDCA8&uact=5&oq=practical+tips+for+teaching+Socialemotional+learning+in+your+classroom+&gs_ lp=Egxnd3Mtd2l6LXNlcnAiSHByYWN0aWNhbCB0aXBzIGZvciB0ZWFjaGluZyBTb2NpYWwtZW1vdGlvbmFsIGxlYXJuaW5nIGluIHlvdXIgY2xhc3Nyb29tIEj3gQFQAFjIenABeACQAQCYAecCoAGTEaoBBTItNy4xuAEDyAEA-AEBmAIAoAIAmAMA4gM FEgExIECSBwCgB5IS&sclient=gws-wiz-s (4 July 2024)

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APRIL 2025 SUNDAY

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

1

2

3

4

5

6

7

8 Schools open

9

10

11

12

13

14

15

16

17

18 Good Friday

19

20

21 Family Day

22

23 World Book and

24

25

26

Copyright Day

18

SUNDAY

MONDAY

TUESDAY

WEDNESDAY

27 Freedom Day

28 Public Holiday

29 School Holiday

30 School Holiday

NOTES

THURSDAY

FRIDAY

SATURDAY

REMINDERS

19

LEARNER-CENTRED ASSESSMENT Moving Beyond Standardised Testing Assessment is not an endpoint but a checkpoint within the learning process.

The sketch below outlines specific values that set the stage for teachers to give learners a seat at the assessment table and for teachers to “sit with” them, guiding them to excellence.

• The Latin root word "assidere" means "to sit with".

LEARNER-CENTRED ASSESSMENT BELIEFS

• Humanise assessment beyond mere marks.

• Rich qualitative data from learners themselves is crucial.

1 Learning goals are shared with learners.

If we value learner growth, how do our assessment plan and assessment tasks reflect that?

10 Teams of teachers analyse and assess learner learning.

Values for Learner-Centred Assessment:

9 Process over product: A collection of learning evidence is curated, ie. a portfolio.

• Teachers must guide learners to excellence by giving them more agency.

• Move away from traditional pen-and-paper models.

• Use 21st-century skills like collaboration, communication, and critical thinking.

Benefits of Learner-Centred Assessment: • Helps learners identify strengths and weaknesses while working towards their goals agreed upon with their teachers • Promotes self-assessment and self-regulated learning • Encourages ownership of academic growth by setting objective standards for learning performance.

3 Teachers provide regular, timely and purposeful feedback.

4 Feedback empowers learners to progress and demonstrate deep understanding.

8 A variety of rich data is collected to spark analysis and reflection that plans next steps and informs progress.

7 Self- and peerassessment skills are taught and nurtured.

2 Co-design success criteria with learners to provide ownership of their learning.

6 Constructivism and accessing prior knowledge are the building blocks for new understanding.

5 At the heart of assessment is the belief that all learners can make progress.

20

Redefining Assessment in Education PROBLEM- AND PROJECT-BASED ASSESSMENT (PBL)

FORMATIVE ASSESSMENT

• Recognises diverse learning styles

• Occurs during instruction, providing immediate feedback

• Allows learners to demonstrate knowledge through various avenues

• Lessens test anxiety and focuses on progress, not just grades

• Has an inquiry-based methodology solving real-world problems • Combines surface, deep, and transfer learning • Provides a more accurate picture of mastery.

Assessment Types 1. Stop and Assess: Tests, quizzes, formal presentations 2. Assess in Action: Observing learners during tasks 3. Learner-Constructed Assessment: Learners propose their assessment methods.

Reflective Practices

• Data from these assessments guides teaching adjustments.

Formative Assessment Tools 1. Entry and Exit Slips

2. Low-Stakes Quizzes and Polls

Let learners know it's not graded, it’s not a test or quiz, simply a quick reflection on understanding.

• Use an online platform such as Socrative, Kahoot or Flipquiz.

Exit tickets with questions that assess understanding, apply the concept or demonstrate the concept that works best.

• You can design the questions yourself and determine the complexity level.

• What are three things you learned, two that you’re still curious about, and one that you don’t understand?

• Ask questions at the bottom of Bloom’s taxonomy and you’ll get insight into what facts, vocabulary terms, or processes kids remember.

• How would you have done things differently today if you had the choice?

• Ask more complicated questions, and you’ll get more sophisticated insights.

• Ensure tools are practical, reliable, and contribute to learner growth.

• What I found interesting about today’s work was …

• Focus on creativity and individualised learning in assessment.

• Today was hard because …

• Right now, I’m feeling …

• Avoid overly complicated or time-consuming methods.

3. Dipsticks

By adopting these varied assessment strategies, teachers can foster a more inclusive and effective learning environment that supports learner growth and development.

They are meant to be as easy and quick as checking the oil in your car, so they’re sometimes referred to as dipsticks.

Focusing on assessment forms that can contribute to learner growth, creativity and individualised learning is important.

These can be things like asking learners to:

Assessment has no one-size-fits-all, and teachers must stop trying to fit a square peg in a round hole …

• sketch to represent new knowledge visually or

• write a letter explaining a key idea to a friend, • do a think, pair, and share exercise with a partner.

4. Art-Based Methods Visual arts, photography, videography.

• Whether learners draw, create a collage, or sculpt, you may find that the assessment helps them synthesise their learning.

• Think beyond the visual and have learners act out their understanding of the content. They can create a dance to model cell mitosis or act out a scene from their setwork.

References: Lee, C. 28 July 2023: Using student-centred learning to guide assessment and outcomes https://www.turnitin.com/blog/using-student-centered-learning-to-guide-assessment-and-outcomes Mackenzie,T. 6 April 2021: Inquiry Mindset Assessment Edition https://www.trevormackenzie.com/posts/2021/4/4/sneak-peek-learner-centred-assessment-beliefs McDowell, M. 17 August 2022: Choosing effective Assessments for Project-Based Learning https://www.edutopia.org/article/choosing-effective-assessments-pbl Moore, S. 10 August 2023: Redefining Assessment: Moving Beyond Standardized Testing in Education https://www.graduateprogram.org/2023/08/redefining-assessment-moving-beyond-standardized-testing-in-education/

21

MAY 2025 SUNDAY

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

1 Workers’ Day

2 School Holiday

3

4

5

6

7

8

9

10

11 Mother’s Day

12

13

14

15

16

17

18

19

20

21

22

23

24

22

SUNDAY 25

MONDAY 26

TUESDAY 27

NOTES

WEDNESDAY 28

THURSDAY 29

FRIDAY 30

SATURDAY 31

REMINDERS

23

KEEP CALM AND KEEP LEARNING The Hilarious Adventures of Teacher Development Ladies and gentlemen, gather 'round! We're about to embark on a journey more exhilarating than a caffeine-fueled staff meeting, more rewarding than finding a forgotten chocolate bar in your desk drawer, and more transformative than that first cup of coffee in the morning. Yes, dear teachers, we're talking about the wild, wacky and absolutely essential world of ongoing professional development!

Picture this:

You've just nailed the latest TikTok dance (in front of your learners, no less) and you're feeling on top of the world.

But just as you start to wonder if you can ride this wave of coolness forever, reality strikes.

Education, like fashion and teenage slang, is always evolving. And just like you wouldn't be caught dead in last season's trends (hello, 80’s banana-clip for hair!), your teaching methods need to stay fresh and relevant.

Enter professional development – your trusty sidekick on this adventure.

Think of it as the superfood smoothie to your educational diet. Sure, it might look a little green and suspicious at first, but once you take a sip, you're hooked on the benefits.

24

Why, you ask? Let's dive in: Stay ahead of the curve Remember when 'flipped classrooms' sounded like a gymnastics routine?

Now it's a standard practice. Professional development ensures you're not just keeping up with the Joneses but leading the parade with pom-poms and confetti.

Unleash your inner tech guru From smartboards to virtual reality, technology in the classroom is advancing faster than a primary school rumour. Continuous learning helps you harness these tools, so you’re not just the teacher who knows how to restart the Wi-Fi but the one who makes lessons as engaging as the latest Marvel movie.

Build a network, not just a staffroom Professional development workshops are like networking events, minus the awkward small talk. You get to connect with fellow educators, share war stories (we mean teaching strategies), and pick up tips that make your classroom run smoother than a well-oiled pencil sharpener.

But wait, there's more!

Professional development isn’t just a series of monotonous lectures. It's an opportunity to laugh, learn, and maybe even perform a skit or two (drama teachers, we’re looking at you). So, embrace the workshops, the seminars, and the occasional trust fall. Yes, it’s serious business, but who says you can’t have a bit of fun along the way?

So next time you see that email about the latest professional development opportunity, don’t hit delete. Channel your inner Indiana Jones, grab your metaphorical whip, and dive in. Because in the ever-changing landscape of education, staying still is not an option.

Reignite your passion Let’s face it, even the most dedicated teachers can hit a slump. Professional development is the Red Bull for your teaching soul. New strategies, innovative ideas, and a reminder of why you started this journey in the first place can reignite that spark.

Learner success The ultimate win. When you're growing, your learners are thriving. The latest pedagogical techniques can transform your teaching from good to legendary, making you the hero in your learners’ academic stories.

References: https://lesley.edu/article/7-ways-professional-development-helps-you-become-a-great-educator#:~:text=Professional%20development%20allows%20 you%20to,grow%20as%20a%20great%20educator (11 July 2024) https://www.linkedin.com/pulse/importance-teacher-professional-development-starlighteducation-ux0cc/ (17 July 2024) https://pce.sandiego.edu/8-reasons-why-professional-development-is-critical-for-teachers/ (17 July 2024)

Remember, keep calm and keep learning. Your future self (and your learners) will thank you.

To grow professionally, choose Macmillan Teacher Campus as your preferred Professional Development partner.

Visit: https://www.macmillaneducation. co.za/teacher-campus/workshops to learn about what we have to offer.

25

JUNE 2025 SUNDAY

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15 Father’s Day

16 Youth Day

17

18

19

20

21

22

23

24

25

26

27 Schools close

28

26

SUNDAY 29

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

30

NOTES

REMINDERS

27

CASH HANDLING AT SCHOOLS Managing cash in schools, whether for market days, fundraisers or other events, is a critical task that requires careful oversight and strategic planning. It is the responsibility of the school principal and teachers in charge to ensure that all cash handling activities are conducted transparently, securely and efficiently. By adopting best practices and practical tips, you can safeguard your school's financial integrity and ensure a smooth operation of cash-related activities.

Establishing clear policies and procedures Schools should have clear rules about how to handle cash. These rules should explain how to collect, record, store and deposit cash. All staff members who deal with cash should know these rules well. Regular training can help everyone stay updated on the procedures.

Cash handling committee A cash handling committee plays a crucial role in ensuring the proper management and security of funds collected by the school. Effective coordination among committee members helps maintain financial integrity and trust within the school community.

Advantages and Disadvantages of Cash in Schools Advantages

Disadvantages

4 Convenience: reduce electronic payment methods

 Security issue: increased risk of possible losses

4 Cash awareness: awareness of monetary value by learners

 Administrative burden: additional administration

4 Accessibility: payment method for parents and learners

 Limited Traceability: tracking and reconciliation of payments

4 Instant Transaction: Cash transactions are fast and efficient. Cash does not require any technology.

4 Technological Development: greater safety and comfort for parents

 Bullying and theft: learners may be targeted for cash  Limited payment options: cash money not accepted for all transactions

28

Best practices

Practical tips

When collecting cash, use locked cash boxes and make sure collections are supervised. Count and record the cash right away, ideally with two people present to verify the amount. Store the cash in a safe or locked drawer until it can be deposited in the bank.

Here are some practical tips for handling cash in schools:

 Safes and safety boxes and cost implication: safe storage of cash  School bank account for learners: (e-wallet)

 Three teachers plus an SGB member: to monitor cash activities to ensure accuracy and security  Security or CPF or SAPS: for added security consider having CPF or SAPS present  Group ticket sales /”tokens”  Use teachers: no parents and/or learners from Representative Learner Council  Make arrangements in advance for excess cash.

 Cash handling policy

Cash activities

Effective cash handling is essential for maintaining the financial health and reputation of your school. By implementing clear policies, setting up a reliable cash handling committee, and being mindful of the potential challenges and benefits, you can create a secure and transparent system.

Cash activities in schools include collecting money mostly for fundraising, but also:

Remember, the goal is not just to manage the funds efficiently but also to instill trust among parents, staff and learners.

 Security on school grounds: cameras, security, suspects

 Civil Day  Cake sales  Tuck shop  Gate fees  Cash purchases: extra stock  Market day  Stalls  Tuck shop during functions  Sports meetings revenue.

Have a look at Macmillan Teacher Campus’s free Webinar ‘Cash-handling at schools’.

It will provide you with practical tips and best practices outlined in this article, and you will be well-equipped to oversee cash handling processes with confidence and integrity, ensuring that your school's resources are used to their fullest potential.

Type this link into your browser or scan the QR code to view this free webinar: https://www.gotostage.com/channel/teachercampus

References: https://www.itweb.co.za/article/understanding-the-problem-of-cash-in-schools/wbrpOMgPagmqDLZn

29

JULY 2025 SUNDAY

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18 Nelson Mandela Day

19

20

21

22 Schools open

23

24

25

26

30

SUNDAY 27

MONDAY 28

TUESDAY 29

NOTES

WEDNESDAY 30

THURSDAY

FRIDAY

SATURDAY

31

REMINDERS

31

CULTURALLY RESPONSIVE TEACHING Asset-Based Pedagogies These teaching methods and practices focus on the strengths of all learners and value diversity in culture, language, and other traits. Here are some of the most commonly known terms in this approach to teaching and their key components.

Culturally responsive teaching:

Culturally sustaining teaching:

 High expectations for learners

 Valuing community languages and practices

 Culturally relevant curricula

 Learner and community agency and input

 Honouring different communication styles

 Curricula rooted in communities’ histories

Culturally relevant teaching:  A focus on learner learning  Cultural competence  Critical consciousness Marginalised communities “What lies beneath the surface is what the traditional educational system has ignored: the rich wealth of knowledge of those communities, their ways of thinking and being in the world, the languages they speak, and their ways with words.” ~ Teddi Beam-Conroy, University of Washington associate teaching professor

“We all should know that diversity makes for a rich tapestry, and we must understand that all the threads of the tapestry are equal in value no matter what their colour.” ~ Maya Angelou

Culturally responsive teaching uses learners’ customs, characteristics, experiences, and perspectives to improve classroom instruction. The concept was coined by Geneva Gay in 2000, emphasising that academic knowledge is more meaningful and engaging when connected to learners’ lived experiences.

32

Four Conditions for Culturally Responsive Pedagogy 1. Establish Inclusion

2. Develop A Positive Attitude

3. Enhance Meaning

Norms: • Emphasise human purpose and its relevance to learners.

• Share knowledge ownership with all learners.

• Foster collaboration and cooperation.

• Treat all learners equitably; address discriminatory practices.

Norms: • Relate activities to learners’ experiences or prior knowledge.

• Allow learners to choose content and assessment methods.

• Create a positive learning disposition through relevance and choice.

Norms: • Provide challenging experiences with higherorder thinking and critical inquiry.

• Address real-world issues and encourage relevant discussions.

Procedures: Use collaborative learning, peer teaching, focus groups and reframing.

Procedures: Set clear learning goals, fair criteria, and relevant models; use flexible pedagogical approaches.

Structures: Set ground rules, form learning communities and create cooperative groups.

Procedures: Use critical questioning, decisionmaking, investigations, art, simulations and case studies.

Structures: Implement projects and the problem-posing model.

Structures: Hold culturally responsive teacher/ Example: Allow learners to ask challenging questions learner/parent meetings and online events. using question frames like: “How is Example: Teach learners to analyse and solve realin text A world problems and share success stories of local similar to/different from in text B?” scientists like indigenous nuclear physicist Senamile Masango.

Example: Discuss environmental impact using Ben Okri’s “Every Leaf a Halleluja” and address selfrespect by studying Sihle Nontshokweni’s “Wanda”.

4. Engender Competence

GOAL

Norms: • Connect assessment to learners’ worlds and values.

• Use multiple ways to represent knowledge and allow varied timelines for outcomes.

• Encourage self-assessment and understanding of quality.

Procedures: Provide feedback, contextualised tasks, portfolios and unbiased tests.

Structures: Use narrative evaluations, credit/no credit systems and grade contracts.

Create classrooms where learners appreciate their own culture and develop fluency in another, thus enhancing their sense of belonging and capacity to reach their highest potential.

Example: Decorate classrooms to reflect cultural backgrounds and foster belonging, as seen with posters of role models like Malala Yousafzai.

“Memories of our lives, of our works, and our deeds will continue in others.” ~ Rosa Parks

References: Madeline Will & Ileana Najarro (18 April 2022) What Is Culturally Responsive Teaching? Retrieved from: https://www.edweek.org/teaching-learning/culturally-responsive-teaching-culturally-responsive-pedagogy/2022/04 (4 July 2024) Wlodkowski, R. J., and M. B. Ginsberg. (1995). Diversity and Motivation: Culturally Responsive Teaching. https://www.researchgate.net/publication/234654518_A_Framework_for_Culturally_Responsive_Teaching/ link/5a83013baca272d6501c2f39/download?_tp=eyJjb250ZXh0Ijp7ImZpcnN0UGFnZSI6InB1YmxpY2F0aW9uIiwicGFnZSI6InB1YmxpY2F0aW9uIn19 (4 July 2024)

33

AUGUST 2025 SUNDAY

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

1

2

3

4

5

6

7

8

9 National Women’s Day

10

11

12

13

14

15

16

17

18

19

20

21

22

23

34

SUNDAY 24

MONDAY

TUESDAY

25

26

WEDNESDAY 27

THURSDAY 28

FRIDAY 29

SATURDAY 30

31

NOTES

A fun, fast and effective synthetic phonics approach For Grade R and Grade 1 learners Print and Online Teaching Resources make this ideal for blended learning

REMINDERS

Grades R–6 Graded Readers and Big Books Available in isiXhosa, isiZulu, Sepedi, Sesotho and Setswana

35

PARENTAL ENGAGEMENT IN EDUCATION “At the end of the day, the most overwhelming key to a child’s success is the positive involvement of parents.” ~ Jane D. Hull Parental Roles Over Time Early years: Field trip monitors, bake sale participants, at-home tutors, inclass aides High school: Advisors, confidants, administrators

Moving to Engagement

Parent-Teacher Partnerships

 A shift is required from one-way communication (teachers to parents) to active engagement.

 Parents are increasingly taking on teaching roles (homework, research, etc.).

 Active engagement involves: – Information exchange – Purposeful interaction – Meaningful participation.

 Effective partnerships focus on the child’s best interests.

 Teachers and parents share the responsibility for education.

Learner

Building Skills  Children learn communication and collaboration by observing supportive parent-teacher partnerships.  Families and professionals jointly aim for the best outcomes for children.

Parent/ Guardian/ Home

Teacher/ School

Ways to Enhance Engagement Recognise Family Roles: Schools should respect and support the family’s role.

Parenting Workshops: Help families create a supportive home learning environment.

Shared Decision-Making: Include parents in school decisions for empowerment.

Clear Expectations: Teachers should define expectations for parental support.

36

Creating a Welcoming School Environment

Reflective Questions for Schools

Warm Climate: Ensure the school is welcoming to all families.

 Are all parents invited to participate easily?

Sensitivity: Be mindful of societal challenges and family structures.

 Are parents encouraged without feeling intimidated?

Encourage Relationships: Promote positive peer and parent-child relationships.

 Is the school hosting fun and inclusive family events?

Consider Schedules: Plan meetings with parents’ work and home commitments in mind.

 Is communication effective and inclusive?

Inclusive Communication: Use multilingual support if necessary to ensure the school’s messages are clearly understood.

Communication Strategies

 Are parents’ concerns addressed when communicated?

Effective Engagement Summary Engage parents in parenting, communicating, volunteering, learning at home, decision-making, and school collaboration (Epstein’s Typology).

Verbal: Non-threatening conversations during parents’ evenings or appointments.

Non-Verbal:  Class Blogs/Websites: Showcase learner work and updates.

Volunteering service to school

Parenting/ Primary educator

 Digital Newsletters/Videos: Use an engaging format for updates.  Messaging Apps: Real-time communication with parents.  Video Conferencing: Flexible, personal meetings with parents.

Learning at home

Six types of Parental Involvement

Communicating

 Traditional Written Communication: Flyers, letters, newsletters.

“When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more.” ~ Anne Henderson & Karen Mapp

Collaborating with school/ teachers

Involved in decision making

Epstein's typology of parental involvement

References: Triegaardt, P.K & Van Diermen, E. (2019) School Management Strategies to Improve Parental Involvement: Insights from School Principals in Southern Tshwane Primary Schools. https://doi.org/10.24297/jssr.v17i.8796 (4 July 2024) AI generated: What are some creative ways to use technology to communicate with parents? https://www.linkedin.com/advice/0/what-some-creative-ways-use-technology (4 July 2024) Rockie Sibanda (2021): “I’m not a teacher”: A case of (dys)functional parent-teacher partnerships in a South African township. https://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002021000300009 (4 July 2024) Allan, K. (2022): The Science of School Belonging, How schools are key to helping kids feel like they belong. https://www.psychologytoday.com/za/blog/sense-belonging/202201/the-science-school-belonging (4 July 2024)

37

SEPTEMBER 2025 SUNDAY

7

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

1 Spring Day

2

3 Secretary's Day

4

5

6

8 International

9

10

11

12

13

Literacy Day

14

15

16

17

18

19

20

21

22

23

24 Heritage Day

25

26

27

38

SUNDAY 28

MONDAY 29

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

30

NOTES

REMINDERS

39

GETTING THE BEST OUT OF YOUR ADHD LEARNER Attention Deficit Hyperactivity Disorder (ADHD) is a neuro­developmental disorder that interferes with a person’s functioning and development. It is characterised by:

What to avoid in the classroom • Boring lessons and tedious tasks • Monotonous routines (as opposed to giving them structure) • Activities that are unrewarding (no sense of achievement).

• Predominant inattention • Predominant hyperactivity and impulsivity

What can be fruitful in the classroom:

• A combination of the above.

• Your teaching methodology

ADHD is so much more than a diagnosis; it is an impairment in self-regulation that impacts on the brain’s executive functioning skills. This implies a lack of the ability to control and regulate abilities and behaviours, predict the consequences of an action, work towards a defined goal, and initiate or stop actions.

Learners with ADHD have a hard time doing the above things – not because they aren’t willing, but because their brains won’t let them.

That doesn’t make teaching them any easier, of course, and can impact negatively on the teacher and the classroom.

• Use different materials

A teacher’s most effective tool in helping a learner with ADHD is a positive attitude. Make the learner your partner by saying: “Let’s figure out ways together to get the work done.” Tell the learner you will be looking for good behaviour and quality work and when you see it, reinforce it with immediate and sincere praise. Work out some warning signals you can use to head off disruptive behaviour: a hand signal, an unobtrusive shoulder squeeze, a sticky note on the desk.

What can be fruitful in the classroom:

CHANGE

• Use non-vocal background music • Employ animation and dramatisation • Include movement • Include brain breaks • Teach memory strategies to ‘unlock’ what they know • Seat the learner away from windows and the door, in an area free from distractions.

MOTIVATION

• Create a win-win situation • Reinforce the positive • Immediate consequences and rewards (stickers, free time, choice of activity, merit certificate) • Rewards before punishment (criticism can result in defiance and hostility) • Increase accountability • Create a feeling of success.

40

Strategies to use in the classroom to assist executive functioning skills: teach learners to do things in stages

Structure the lesson accordingly

Stage 1: Stop and listen

• Give instructions, one at a time and repeat when necessary.

Stage 2: Look and think

• Eliminate all distractions – no talking.

Stage 3: Decide and do

Stop and listen • Tell learners in simple language exactly what they’re going to learn, what they will need for the task and what your expectations are.

(Work on the most difficult material early in the day.)

Look and think – Start

As teachers it is not always easy or possible to review irritating things in a positive way. Although you may be very frustrated at times, it is best to try to show patience and tolerance. There’s a greater chance that the whole class will follow your example, making the learner with ADHD feel less isolated.

A growth mindset approach will definitely help to maintain a positive relationship with the learners with ADHD. Remember: “The ADHD learner is like a computer without the printer attached.

S/He knows the answer in her/his head, but s/he can’t give you the hard copy by writing it down on paper.”

• Motivate learners to start by using an aural signal (little bell, egg timer) and appealing to their creativity.

• Talk though the task to help learners plan and organise actions: – What is more important? Where should you start?

– Create a step-by-step approach and use visual images/colours/sticky notes/physical cues such as examples/flash cards.

• Activate working memory ("Capacity to hold information in mind while performing complex tasks" Dawson and Guare) Decide and do • Help with emotional control (keep content stimulating and varied).

• Sustain attention (set completion goals, short quiz, use timer to show how much time is left as learner is ‘time-blind’, brain break with movement to re-energise).

• Goal-directed persistence (keep motivating learner, praise progress and encourage determination) • Flexibility (don’t despair if they interrupt the lesson – view that as enthusiasm, give partial credit for partial work, reward good development) • Metacognition: Let them think about what they are doing.

End lesson by …

• summarising key points • being specific about what should be taken home • having three children repeat instructions, then the class in unison and then put it on the board.

To learn more about ADHD, keep an eye out for our 2025 workshop schedule, released in January 2025, to book your spot or contact us to arrange a face-to-face or online session for your school.

References: ADHD Foundation: Teaching and Managing student with ADHD: Systems, Strategies and Solutions https://www.adhdfoundation.org.uk/wp-content/uploads/2022/03/Teaching-and-Managing-Students-with-ADHD.pdf Jeanne Segal, PhD. and Melinda Smith, M.A: Teaching students with ADHD https://www.helpguide.org/articles/add-adhd/teaching-students-with-adhd-attention-deficit-disorder.htm Macmillan Education: Tame the Ferrari Minds: Dealing with ADHD in your classroom

41

OCTOBER 2025 SUNDAY

5 World Teachers' Day

MONDAY

6

TUESDAY

7

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

1

2

3 Schools close

4

8

9

10

11 International Day of the Girl Child

12

13 Schools open

14

15 Global

16

17

18

23

24

25

Handwashing Day

19

20

21

22

42

SUNDAY

MONDAY

26

27

28

NOTES

Flying Start to Literacy

TUESDAY

WEDNESDAY 29

THURSDAY 30

FRIDAY

SATURDAY

31

REMINDERS

Embed essential early reading skills with more than 400 fully decodable books for Grade R and Foundation Phase.

™

Foundation and Intermediate Phases This scheme is a comprehensive core early literacy programme that supports the systematic development of reading strategies and skills in young learners.

43

UNLOCKING LEARNER SUCCESS Strategies for Effective Study Habits in the Classroom Dear educators, one common misconception among learners is believing that 'learning' for a test or exam begins only when they sit down to revise.

As teachers, it's crucial to convey to our learners that the learning process actually starts much earlier – right from the moment they encounter new information in the classroom. Effective study habits and skills are built continuously, and our role is to guide them in recognising and seizing these learning opportunities from the outset.

Studying continues at home. Teach your learners these tips.

They must: 4 Have a set study routine every day 4 Find a quiet study area where they will not be distracted 4 Sit comfortably and in an upright position – not lying on a bed or couch 4 Keep their study space clean and organised

Studying starts in the classroom. Let your learners establish the following good habits in the classroom. They need to: Listen

Listen with 100% attention

Notebook

Keep a notebook for each subject

Take notes Take detailed notes – this will help them to remain focused Ask

Ask questions if they do not understand something

Participate Actively participate in discussions and activities Group

Form a study group and work together

Write

Always write their homework in their planner/school diary

Effective studying doesn't end when the school day does; it continues at home. To help learners develop good study habits, encourage them to establish a consistent routine and create a conducive environment for learning. Alongside are some practical tips to share with your learners to help them make the most of their study time outside the classroom.

4 Review their notes from each class 4 Make study cards of the important things they've learned in class 4 Do all their homework every day 4 Do the hard stuff first to get it done 4 REVIEW, REVIEW, REVIEW their work regularly – this is the best way to make the knowledge stick.

Teach your learners effective study techniques that work While there are many different ways learners may consolidate their learning, visualisation techniques that are commonly used are mind mapping and summarising.

Have a look at the free webinar that Macmillan Teacher Campus offers to learn how to draw a Mind Map in seven steps. Type this link into your browser or scan the QR code to view this free webinar. https://www.gotostage. com/channel/teachercampus.

Let your learners practise writing summaries – not only in the language classroom: they should practise in all their subjects.

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Different learning styles

Compiling a study timetable

Learners have unique learning styles, and understanding these can help them study more effectively. By using techniques that suit their preferences, they can enhance their understanding and retention of information.

Help your learners to identify their learning styles.

Creating a study timetable is crucial for learners as it helps them manage their time effectively, prioritise their tasks, and ensure they cover all subjects. A well-structured timetable not only prevents last-minute cramming but also allows for regular review.

Visual (spatial) learners learn best by seeing 4 Mind mapping 4 Diagrams and charts Reading/writing learners learn best by reading and writing

There is no right or wrong way to compile a timetable to follow for studying. Here are a few worthwhile principles to keep in mind when they make their own timetables: Format: Choose a format of a planner (e.g. a calendar, wall planner, or diary software such as Google calendar) with which to create a study timetable.

Plan: Plan backwards from the date of formal assessments and study weeks in order to see how many days (and therefore potential hours) there are between the date of scheduling and the formal assessment.

Commitments: Work out personal and other commitments that will take hours away from studying during this time (e.g. eating, social commitments, exercise time, other academic activities, sleeping time etc.).

4 Note-taking

Block out: Block out time leading up to the formal assessment for studying specific subjects or topics.

4 Summarising

Manage time: Use the ‘wasted time’ (time that would have been spent on watching TV or on social media apps like TikTok) for learning and reviewing schoolwork.

Kinaesthetic (physical) learners learn best by moving and doing 4 Encourage them to engage in experiments, build models, or use physical objects to represent abstract concepts.

Teach your learners what to do a day before examinations and on the day they write. They need to:

The morning of the test/ examinations

4 They can also benefit from studying while walking around, using gestures to reinforce concepts, or even acting out scenarios to better understand material.

4 Only recap

4 Stretch when they wake up

4 Prepare for the next day. Get all their stationery ready – 2 pens, pencil, ruler, calculator, watch or clock, tissues, lip balm

4 Eat a good, healthy breakfast

Auditory (aural) learners learn best by hearing 4 Listening to recordings

4 Listen to music before they go to bed – this will help them to relax

4 Discussion and recitation

4 Get enough sleep.

4 Stop studying at 17:00 and relax. Go for a walk or watch TV

As educators, our role extends beyond teaching content; we guide our learners in developing lifelong study habits and skills. By understanding their unique learning styles and encouraging effective study practices, we can help them reach their full potential. Let's empower our learners to take charge of their learning journey, both in and out of the classroom, so they can achieve academic success.

4 Relax on their way to the exam.

Listen to their favourite music 4 Arrive on time 4 Don’t do any last-minute cramming! This creates stress and impairs their ability to think clearly.

References: University of Lynchburg (n.d.) Top 10 study skill https//www.lynchburg.edu/academics/tutoring-andacademic-support/top-10-study-skills/ (28 June 2022)

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WE SPEAK YOUR LANGUAGE

We have titles available in all 11 official languages!

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EFFECTIVE COMMUNICATION IN THE WORKPLACE Effective communication in the workplace is necessary to bring about a productive and positive work environment. It involves the exchange of information, ideas and feedback between staff, school managers and subject departments to achieve common goals.

Why is effective communication essential for your school?

Enhances Collaboration and Teamwork Boosts Employee Engagement and Morale Improves Productivity and Efficiency Facilitates ProblemSolving and DecisionMaking Builds Trust and Relationships

Clear communication promotes collaboration among staff members, making it easier to work together towards common objectives.

Staff who feel heard and understood are more likely to be engaged and motivated.

Clear instructions and feedback help avoid misunderstandings and mistakes, leading to higher productivity.

Effective communication helps to identify and resolve issues before they escalate.

What are the key components of effective communication?

To achieve effective communication in the workplace, it is important to focus on several key components: CLARITY 4 Messages should be clear and concise to avoid confusion.

4 Use simple language and avoid jargon or technical terms that may not be understood by everyone.

ACTIVE LISTENING 4 Effective communication is a two-way process.

4 Active listening involves paying full attention to the speaker, understanding their message, and responding appropriately.

EMPATHY 4 Understanding and acknowledging the feelings and perspectives of others is crucial.

4 Empathy helps in building rapport and resolving conflicts amicably.

FEEDBACK 4 Providing constructive feedback helps individuals improve their performance.

4 Feedback should be specific, timely, and delivered in a supportive manner.

NON-VERBAL COMMUNICATION

Transparent and honest communication builds trust among colleagues.

4 Body language, facial expressions and tone of voice play a significant role in communication.

4 Being aware of and appropriately using non-verbal cues can enhance the effectiveness of the message.

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In what ways do we normally communicate at school?

VERBAL COMMUNICATION

WRITTEN COMMUNICATION

4 This includes face-to-face conversations, meetings, phone calls and video conferences.

4 Verbal communication is direct and allows for immediate feedback and clarification.

4 Emails, memos, reports and instant messages fall under this category.

4 Written communication is useful for documenting information and providing detailed instructions.

NON-VERBAL COMMUNICATION

VISUAL COMMUNICATION

4 This encompasses body language, gestures, facial expressions and eye contact.

Non-verbal cues can reinforce or contradict verbal messages.

4 Charts, graphs, presentations and videos are examples of visual communication. Visual aids can help convey complex information more effectively.

How can we improve communication at our school?

Improving communication at your school requires planning and implementing effective strategies: Promote open communication: encourage an open-door policy where staff feel comfortable sharing their ideas, concerns and feedback.

Develop communication skills: provide professional development opportunities to enhance staff communication skills. This includes workshops on active listening, conflict resolution and effective writing.

Use technology: use communication tools and platforms that facilitate collaboration and information sharing. Tools like instant messaging apps, video conferencing software and project management systems can streamline communication.

Encourage feedback: create an effective feedback culture where feedback is valued and regularly given.

Adapt to different communication styles: recognise that individuals have different communication preferences.

Foster a positive work environment: a supportive and inclusive workplace culture enhances communication. Maintain a positive work environment by encouraging teamwork, recognising achievements and addressing conflicts promptly.

Set clear expectations: clearly define roles, responsibilities and expectations to avoid confusion.

To learn more about effective communication in the workplace, visit https://shop.motc.co.za and enrol for the course ‘Communication in the Workplace’.

Reference: Communication in the Workplace, Participant manual, Macmillan Teachers Campus, 2023 Macmillan Online Teacher Campus: https://shop.motc.co.za

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MACMILLAN EDUCATION South Africa

PEOPLE

TODAY! The six pillars of our transformation journey

Macmillan Education South Africa strives to build a transformed, inclusive and diverse organisation.

CONTENT

Investing in our most valued asset

Relevant and engaging local content

Our teams represent diverse backgrounds and cultures, and our profile reflects transformation. We recruit and draw from local talent. We invest in the development of our staff’s education and skills and through our Khula Nathi staff share in ownership.

Our content is available in print and digital format and is relevant to our South African context. It supports inclusivity.

Our stable boasts more than 2 000 books published in all South African languages.

SKILLS Bridging the skills divide Providing and empowering 100 learners each year since 2019 through learnership programmes by partnering with an accredited and reputable training college, and funding higher education bursaries for aspiring ECD practitioners since 2018.

We are also a proud YES corporate partner since 2019.

TEACHER PROFESSIONAL DEVELOPMENT

Do you need face-to-face training, prefer facilitator-led online training, or would you like to learn online in your own time and space on our MOTC platform?

Workshop bookings and enquiries

We offer different training solutions to suit your needs and help you grow professionally. Earn SACE PD points by doing our courses.

c 011 731 3409 m za.mtc@macmillaneducation.co.za w www.macmillaneducation.co.za G MacmillanSouthAfrica

ETDP-SETA (Provider No.: ETDP10512) SACE approved provider (Provider No.: PR10690) QCTO Accreditation Number: SDP 01190305-1575

BULK BOOKINGS – ALL COURSES Self Study & Online Facilitator-Led

Accessible learning Enhanced time management

On-demand training

Want to reduce your admin load?

• Organise your staff’s entire professional development for the year in one go through bulk bookings.

Staff development Flexibility

• Create opportunities for your staff to earn SACE professional development points.

Benefits of bulk booking

Streamlined administration

Type this link into your browser or scan the QR code to view our MOTC workshops: https://shop.motc.co.za/ Contact Ricky Steenkamp for more information: Ricky.Steenkamp@macmillaneducation.co.za

Individualised training

Convenience Discounted rates

NAME:

CALENDAR & YEAR PLANNER

2025

MACMILLAN EDUCATION CONTACT DETAILS NATIONAL

GAUTENG

NORTH WEST

Sibonelo Mkhasibe Head of National School Sales Cell: 066 474 3793 Email: Sibonelo.Mkhasibe@macmillaneducation.co.za

Asheena Patel Provincial Sales Manager Cell: 066 138 2746 Email: Asheena.Patel@macmillaneducation.co.za

Mmaabo Modisane Provincial Sales Manager Cell: 071 399 1337 Email: Mmaabo.Modisane@macmillaneducation.co.za

Antoinette de Vries Head of National Commercial Sales and Marketing Tel: 011 731 3455 Email: Antoinette.deVries@macmillaneducation.co.za

Phathi Kona Sales and Marketing Representative Cell: 060 908 8209 Email: Phathi.Kona@macmillaneducation.co.za

CUSTOMER SERVICES Tel: 011 731 3300 Email: customerservices@macmillaneducation.co.za Website: www.macmillaneducation.co.za Facebook: MacmillanSouthAfrica MACMILLAN TEACHER CAMPUS Anita Willers Head of Macmillan Teacher Campus Tel: 011 731 3332 Email: Anita.Willers@macmillaneducation.co.za EASTERN CAPE

KWAZULU-NATAL Muzi Mshengu Provincial Sales Manager Cell: 082 528 3712 Email: Ernest.Mshengu@macmillaneducation.co.za Qhawe Gumede Sales and Marketing Representative Cell: 079 877 4995 Email: Qhawe.Gumede@macmillaneducation.co.za LIMPOPO

NORTHERN CAPE Liezl Abrahams Sales and Marketing Representative Cell: 071 441 9144 Email: Liezl.Abrahams@macmillaneducation.co.za WESTERN CAPE Liezl Abrahams Sales and Marketing Representative Cell: 071 441 9144 Email: Liezl.Abrahams@macmillaneducation.co.za Tania Zeederberg Sales and Marketing Representative Cell: 066 211 4352 Email: Tania.Zeederberg@macmillaneducation.co.za

Ayanda Nkunzi Sales and Marketing Representative Cell: 082 949 9664 Email: Ayanda.Nkunzi@macmillaneducation.co.za

Mmatapa Moabelo Sales and Marketing Representative Cell: 078 804 0612 Email: Mmatapa.Moabelo@macmillaneducation.co.za

FREE STATE

MPUMALANGA

Kilayne Pelser Agency and Digital Sales Manager Cell: 076 994 0985 Email: Kilayne.Pelser@macmillaneducation.co.za

Peter Ledwaba Provincial Sales Manager Cell: 076 994 0986 Email: Peter.Ledwaba@macmillaneducation.co.za

Lillian Vuma Sales and Marketing Representative Cell: 078 803 9918 Email: Lillian.Vuma@macmillaneducation.co.za

Nicole Smith Agency and Digital Sales Consultant Cell: 082 944 6968 Email: Nicole.Smith@macmillaneducation.co.za

AGENCY AND DIGITAL SALES